Lara JasienCPM Educational Program · Research
Lara Jasien
Doctor of Philosophy
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12
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Publications (12)
We build on mathematicians' descriptions of their work and conceptualize mathematics as an aesthetic endeavor. Invoking the anthropological meaning of practice, we claim that mathematical aesthetic practices shape meanings of and appreciation (or distaste) for particular manifestations of mathematics. To see learners' spontaneous mathematical aesth...
Background: We explore how school-based mathematical experiences shape out-of-school mathematical experiences, developing the idea that learners hybridize norms and practices around authority and evaluation across these two contexts. To situate our study, we build on constructs of participatory identity and framing.
Methods: Drawing from a large co...
This symposium offers considerations for designing playful mathematics learning environments by synthesizing empirical research across four contexts that differ in location, formality, timescale, materials, facilitation, and participation structures. Despite the importance of play across the lifespan, mathematics classrooms are often spaces student...
This symposium offers a look across several sites of informal STEM learning for moments of productive problem-posing. Despite the importance of problem-posing in both academic and applied STEM fields, students are rarely offered robust opportunities to define their own paths through these domains. When they are, it is often in the context of inform...
Unsurprisingly, our understanding of the mathematical practice of problem-posing — a fundamental driver of disciplinary engagement (Einstein & Inhfeld, 1938; NCTM, 1991) — is underdeveloped. In fact, neither teachers nor students gain much experience in problem-posing, as the people who pose the problems of school mathematics are often erased throu...
This analysis joins together two lines of work: mathematical problem solving and children's construction play as a resource for mathematics learning. Our study is motivated by two observations. First, play has characteristics reminiscent of professional mathematicians' practice. Second, the child-centeredness of play points to possibilities for equ...
In this symposium, we ask what mathematical engagement looks like in the context of play, focusing on contexts designed to support mathematical thinking through open-ended activity, and looking at ages that are traditionally overlooked in studies of play. We heed Dewey’s admonition to look beyond sugar-coating: we do not seek to claim that “play is...
Playing and doing mathematics are often conceived of as mutually exclusive activities. One is dominated by positive affect and free choice, while the other is often perceived as highly abstract and predetermined. We wonder how children’s play can provide an entrée into mathematical thinking? In play, children ask “what if…?” as they imagine new pos...